The lesson will begin with a question of the day where students answer which type of soil is the best and worst at minimizing effects of earthquake waves. As a class, we'll then briefly review what was discussed yesterday as well as answering this problem, and then students will complete a worksheet in which they will use a compass and a scale to plot the epicenter of an earthquake. This was demonstrated in the notes in the previous lesson so students know exactly how to calculate the points. The worksheet shouldn't take very long, and when completed we'll discuss the results. After this students will use an online website to record the latitude and longitude coordinates of earthquakes that occurred in the previous 7 days that are of 5.0 magnitude or higher. When this is completed, we'll discuss the results as a class and compare their maps to a map of the plate boundaries. Students will share the comparisons they see and then trace the plate boundaries onto their maps. Lastly, we'll complete another Knowledge list this time showing what students learned throughout the unit. While making this list, we'll discuss the concepts and things shared on the list serving as a review for the students upcoming test in the next class.
Opportunities to Learn:
Depth of Knowledge
Webbs Depth of Knowledge
Level 1: Recall and Reproduction
Students will have the opportunity to follow steps for a simple experiment by plotting the points collected on their map.
Level 2: Skills and Concepts
Students will have the opportunity to compare their map in which earthquakes were plotted and the map expressing plate boundaries. Students
Level 3: Strategic Thinking
Students have the opportunity to interpret information from the graphs produced by a seismograph and determine what city was closest and farthest from the epicenter.
Prerequisite Knowledge
Students will need to be familiar with how to use longitude and latitude coordinates to plot a point. Most students should have at least been introduced to the topic, but we'll spend a few minutes demonstrating exactly how to use these coordinates to plot a point on a map. Students will also need to be familiar with using a compass, which they should have experience with in math. Demonstrating to students how to use a compass to produce a circle should be fairly effective, but sometimes without experience using compasses can become tricky.
Plans for Differentiating Instruction
Most of the work during this lesson will be discussed as a class, so any students that are struggling or having difficulty can both have an opportunity to discuss it with their group members, myself as I'm walking around the room, and as a class at the end summing up the important concepts taken from the lesson.
Environmental factors
Students will be completing both activities at their desks in their groups, so students will have the opportunity to work together during the activities and collaborate to learn together. Throughout the lesson I'll walk around the classroom to check in with the groups making sure they are doing everything correctly and without any misconceptions. Being in such close proximity to other students, students are sure to talk to their classmates but it's important to make sure the students don't get off topic while doing this. Collaborative learning is a great way for students to learn, but there's a chance students can get off topic from what they should be doing. In the presence of the teacher however, students are often on task so walking around the room to clear up any misconceptions will also keep students on task as well.
Students will identify which type of soil would be most and least damaging to a building on the surface Students will locate the epicenter of an earthquake data using from 3 stations,a scale and a compass Students will use technology to create a list of earthquakes of 5.0 or higher Students will plot earthquakes on a map of the world by using its longitude and latitude coordinates Students will associate the location of earthquakes to plate boundaries by comparing maps
Instruction:
Opening:
Question of the Day
"Which type of soil would cause the most damage to a building on the surface? Which type of soil would cause the least damage to a building on the surface? What is the name of the device that records earthquake waves?"
Collect question of the day and go over the answers.
Engagement:
Introduce students how to plot an earthquakes location using a scale and a compass.
Complete worksheet to go along with this, go over worksheets and go over any misconceptions
Plotting Earthquakes
Briefly go over what latitude and longitude are.
Demonstrate to students how to plot an earthquake.
Plotting Earthquakes (activity)
Introduce students to "latest earthquakes" website which shows earthquakes that have occurred in the past 7 days/day/hour.
Are there any similarities between the earthquakes we plotted and the plate lines?
Draw the plate lines on their map of earthquake to clearly show the trend of earthquakes occurring on plate boundaries.
Explain to students that we'll learn more about plate tectonics and the earth's interior in the next unit.
Knowledge List
Have students create a second knowledge list this time showing things they have learned throughout the unit.
Students can refer back to the prior knowledge list to clear up any misconceptions they may have had, or answer one of the questions they had come up with at the beginning of the unit.
While doing this, we'll review and discuss the main concepts of what we covered, allowing the students a chance for a little review for the unit test on the following class.
Closure:
Give students praise for how much they learned throughout the unit that is clearly shown by the lists, as well as the job they did on the inquiry lesson.
Remind students that the unit test will be on the next class, and quickly mention a few of the main concepts that are highlighted on the knowledge list that students should understand for it.
Also tell students to refer back to their list of definitions that they completed throughout the unit, as knowing the definitions to these terms could be very beneficial to them for the test.
Assessment:
The worksheet students complete at the beginning of class will be assessed as classwork, which students will learn how to plot the epicenter of an earthquake using a scale and compass. The worksheet is not very extensive, and I'll hopefully be able to grade it quickly while students are plotting the earthquakes on their maps so I can pass it back for students to study with for the test. The plotting activity will count as classwork as well, as the work will be done in class and is a relatively easy assignment once students know how to use longitude and latitude. The knowledge list will not be assessed as a grade, and instead simply serves as a on opportunity for students to see their progress and review the main concepts we learned throughout the unit.
Lesson Plan
Lesson Title: Earthquake?? Where??
Context of Lesson:
The lesson will begin with a question of the day where students answer which type of soil is the best and worst at minimizing effects of earthquake waves. As a class, we'll then briefly review what was discussed yesterday as well as answering this problem, and then students will complete a worksheet in which they will use a compass and a scale to plot the epicenter of an earthquake. This was demonstrated in the notes in the previous lesson so students know exactly how to calculate the points. The worksheet shouldn't take very long, and when completed we'll discuss the results. After this students will use an online website to record the latitude and longitude coordinates of earthquakes that occurred in the previous 7 days that are of 5.0 magnitude or higher. When this is completed, we'll discuss the results as a class and compare their maps to a map of the plate boundaries. Students will share the comparisons they see and then trace the plate boundaries onto their maps. Lastly, we'll complete another Knowledge list this time showing what students learned throughout the unit. While making this list, we'll discuss the concepts and things shared on the list serving as a review for the students upcoming test in the next class.Opportunities to Learn:
Depth of Knowledge
Webbs Depth of KnowledgeLevel 1: Recall and Reproduction
Students will have the opportunity to follow steps for a simple experiment by plotting the points collected on their map.
Level 2: Skills and Concepts
Students will have the opportunity to compare their map in which earthquakes were plotted and the map expressing plate boundaries. Students
Level 3: Strategic Thinking
Students have the opportunity to interpret information from the graphs produced by a seismograph and determine what city was closest and farthest from the epicenter.
Prerequisite Knowledge
Students will need to be familiar with how to use longitude and latitude coordinates to plot a point. Most students should have at least been introduced to the topic, but we'll spend a few minutes demonstrating exactly how to use these coordinates to plot a point on a map. Students will also need to be familiar with using a compass, which they should have experience with in math. Demonstrating to students how to use a compass to produce a circle should be fairly effective, but sometimes without experience using compasses can become tricky.Plans for Differentiating Instruction
Most of the work during this lesson will be discussed as a class, so any students that are struggling or having difficulty can both have an opportunity to discuss it with their group members, myself as I'm walking around the room, and as a class at the end summing up the important concepts taken from the lesson.
Environmental factors
Students will be completing both activities at their desks in their groups, so students will have the opportunity to work together during the activities and collaborate to learn together. Throughout the lesson I'll walk around the classroom to check in with the groups making sure they are doing everything correctly and without any misconceptions. Being in such close proximity to other students, students are sure to talk to their classmates but it's important to make sure the students don't get off topic while doing this. Collaborative learning is a great way for students to learn, but there's a chance students can get off topic from what they should be doing. In the presence of the teacher however, students are often on task so walking around the room to clear up any misconceptions will also keep students on task as well.Materials
Worksheets and Websites needed to Plot EarthquakesLatest Earthquakes
Earthquake Recording Sheet
World Map
Map of Plates
Objectives:
Students will identify which type of soil would be most and least damaging to a building on the surfaceStudents will locate the epicenter of an earthquake data using from 3 stations,a scale and a compass
Students will use technology to create a list of earthquakes of 5.0 or higher
Students will plot earthquakes on a map of the world by using its longitude and latitude coordinates
Students will associate the location of earthquakes to plate boundaries by comparing maps
Instruction:
Opening:
Engagement:
Closure:
Assessment:
The worksheet students complete at the beginning of class will be assessed as classwork, which students will learn how to plot the epicenter of an earthquake using a scale and compass. The worksheet is not very extensive, and I'll hopefully be able to grade it quickly while students are plotting the earthquakes on their maps so I can pass it back for students to study with for the test. The plotting activity will count as classwork as well, as the work will be done in class and is a relatively easy assignment once students know how to use longitude and latitude. The knowledge list will not be assessed as a grade, and instead simply serves as a on opportunity for students to see their progress and review the main concepts we learned throughout the unit.
Reflections
(only done after lesson is enacted)Student Work Sample 1 – Approaching Proficiency:
Student Work Sample 2 – Proficient:
Student Work Sample 3 – Exceeds Proficiency: